Self-esteem of the studies were limited to foreign cultures

Self-esteem is defined as an
attitude of self-acceptance, self-approval and self-respect (Corsini, 1999).
Rosenberg (1989) described self-esteem as appositive or negative attitude
towards a person’s self, whereas Carl Rogers (1951) viewed the child as having
two basic needs: positive regard from other people and self-worth. How we think
about ourselves, our feelings of self-worth are of fundamental importance both
to psychological health and to the likelihood that we can achieve goals and
ambitions in life and achieve self-actualization. Rosenberg et al. (1989)
viewed self-esteem as a product of social interaction dependent on reflected
appraisals, social comparison, and self-attribution.

 

          Academic performance is the outcome of education- the extent to which a student, teacher or
institution has achieved their educational goals. It is commonly measured by
examinations or continuous assessment but there is no general agreement on how
it is best tested or which aspects are most important. Procedural knowledge
such as skills and declarative knowledge such as facts. Academic performance
represents performance outcomes that indicate the extent to which a person has
accomplished specific goals that were the focus of activities in instructional
environments, specifically in schools and colleges. School and college systems
mostly define cognitive goals that either apply across multiple subject areas
(e.g., critical thinking) or include the acquisition of knowledge and
understanding in a specific intellectual domain (e.g., numeracy, literacy,
science, history). Therefore academic performance should be considered to be a
multifaceted construct that comprises different domains of learning.

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Research
gap:

    Most of the studies focused on university
students (Mohammed Arshad., Zaidi., Khalid
2015). Some of the studies were limited to foreign cultures and focused on
school students in general (Mohammed, 2010). Limited studies have been
published on high school students in Karnataka. There are limited published research
studies on Indian population. Thus, the present study will aid to explore how
self-esteem impacts on academic performance among high school students.

 

 

 

 

Research
questions:

1.      Is
there a relationship between self-esteem and academic performance among high
school students?

2.      Are
there any gender differences in self-esteem and academic performance among high
school students?

Aim:

   
To study the relationship between self-esteem and academic performance
among the high school students in Bangalore.

Specific
objectives:

·        
To study the relationship between self-esteem
and academic performance among high school students.

·        
To study the gender differences in
self-esteem and academic performance among high school students.

 Research Hypothesis:

·        
There is a positive significant relationship
between self-esteem and academic performance.

·        
There are no gender differences in
self-esteem and academic performance.

 

 

 

 

Methodology

Research
design:

The research design employed for
the present study was non experimental correlational research design. The
correlational design is one in which the data is collected from the same group
of sample for two different variables so that the relationship between the two
subsequent sets of data can be determined.

Variables:

Independent
variables:

·        
Self esteem

·        
Gender- male and female

Dependent
variables:

·        
Academic Performance

      Operational definition:

·        
Self-esteem:
Rosenberg
(1989) described self-esteem as appositive or negative attitude towards a
person’s self.

·        
Academic
Performance: Academic Performance refers to the
overall aggregate percentage of marks obtained in the previous final
examination.

·        
High
school students: In the present study students studying
in class 8th, 9th and 10th standard are
considered as high school students according to the State
Board of Karnataka.

 

 

 

Sample

         Sample description:

          The population in the present study
comprised of High school students (8th, 9th, 10th
grade) of State Board of Karnataka. The sample was selected from various
schools in Bangalore. The chosen sample fall between the ranges of 13to 15years.
It was ascertained that an equal number of males and females were approached
for the study.

     Sampling size:

      The
data will be collected from a total 100 students (50 Males and 50 females).

    Sampling method:

    
The sampling method employed in the present study was convenience
sampling method. It is a type of non-probability sampling that involves the
sample being drawn from the population that is easily accessible

Inclusion
& Exclusion Criteria:

Inclusion:

1.      The
students from the State board of Karnataka studying in 8th, 9th
and 10th standard in Bangalore are included for the research.

2.      Schools
having 750 to 1000 students are included in the research.

Exclusion:

1.      The
students from other Boards like CBSE and ICSE are excluded from the study.

2.       The schools having more than 1000 students are
excluded from the study.

3.      Participants
who do not show a copy of the marks card.

4.      Participants
who are physically challenged and mentally disabled.

5.      Detained
students are also excluded from the study

 

Tools for data collection:

1.      Socio Demographic Sheet:
the researcher developed a socio demographic data sheet that consisted of
details regarding the individuals initials, age, gender, name of the school,
Standard, annual income, place of living.

2.      Rosenberg Self Esteem Scale:
the scale was developed by Dr. Morris Rosenberg (1965). The scale consists of
10 items. All items are answered using a 4 point Likert scale ranging from
strongly agrees to strongly disagree, items 2, 5, 6 and 9 are scored in reverse
order. The reliability coefficient was determined by internal consistency which
ranges from .77 to .85 and the test re-test reliability ranges from .82 to .85.

1.      Academic Performance-
Academic performance as indicated by the overall aggregate marks obtained by
the student in the previous academic year.

 

    Procedure for data collection:

    
 Necessary permission will be
obtained from the school authorities for computing the student’s marks of the
academic year. The data shall be collected by using the paper pencil test.
Inform consent and socio demographic sheet will be given to the participants.
Brief introduction will be given about the nature of the study and the
instructions will be given. For the marks sheet of the participants, informed
consent from the school will be taken and their aggregate percentage will be
taken into account for measuring academic performance. The scores will be
calculated and analyzed using the SPSS VERSION 2.0.

    Procedure for data analysis:

    
The data will be collected using the paper pencil test. Based on the
results, the data was further analyzed using the Statistical Package of Social
Science (SPSS) version 2.0. The SPSS analysis used for the data is Pearson’s product
moment Correlation is a measure of the strength of the linear relationship
between two variables. Independent sample t test is a parametric test used to
compare the two independent group in order to determine whether there is
statistical evidence that the associated population means are significantly
different.

    Ethical consideration:

·        
Informed consent form will be taken from
both the school and the students for the administration of the questionnaire
and for the use of their marks sheet. The informed consent sheet involved
researcher’s academic details along with the aim and the purpose of the study.

·        
Confidentiality and privacy of the
participants involved in the study and their data will be maintained and
preserved.

·        
The results obtained will be used
strictly for academic purpose

·        
Participants are not forced in any
manner and are given the option to withdraw at any point of time of the
research.